A Study on Learning Agility of Myanmar Teachers

This study investigated the overall level, behavioural dimensions, and demographic variations of learning agility among Myanmar basic education teachers. A quantitative descriptive survey was undertaken as part of a broader research project. Using stratified and random sampling procedures, 1,532 teachers were selected from four administrative regions or territories and three states in Myanmar. Learning agility was assessed using a Myanmar-adapted Burke Learning Agility Inventory, with 33 retained items across nine dimensions scored on a seven-point frequency scale. Descriptive results indicated an overall mean score of 174.94 (SD = 23.36), above the scale midpoint of 132. Experimenting (83.95%), collaborating (83.62%), reflecting (83.57%), and information seeking (83.03%) yielded the highest percentages of the respective scale maxima, whereas performance risk-taking was lowest (54.81%). Overall learning agility varied significantly by teaching designation, F(2, 1529) = 18.014, p < .001, but not by age or teaching experience. These findings suggest that professional learning activities may benefit from promoting structured experimentation, supportive peer exchange, and opportunities to engage confidently with unfamiliar teaching challenges. The results are descriptive and should not be interpreted as demonstrating causal effects.